Digital Decolonization: Centering the Voices of Indigenous Students in a Distributed Learning Program

Autor/in	Jensen, Jamie L.
Titel	Digital Decolonization: Centering the Voices of Indigenous Students in a Distributed Learning Program
Quelle	(2019), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fielding Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-7426-5
Schlagwörter	Hochschulschrift; Dissertation; Indigenous Populations; American Indian Students; Online Courses; Social Work; Rural Areas; Social Justice; Student Attitudes; World Views; Cultural Influences; Educational Technology; Technology Uses in Education; Cultural Differences; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sinti und Roma; Online course; Online-Kurs; Soziale Arbeit; Rural area; Ländlicher Raum; Soziale Gerechtigkeit; Schülerverhalten; World view; Weltanschauung; Cultural influence; Kultureinfluss; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kultureller Unterschied; Kalifornien
Abstract	This study explored possibilities of how an online program in social work with an emphasis on working in rural and Indigenous communities at Humboldt State University may continue the phenomenon of colonization for Indigenous students and how it could, with modifications, serve as a decolonizing opportunity. It combined critical ethnography with phenomenologically oriented interviews of Indigenous students with the end goal of encouraging future research on behalf of decolonizing such distributed learning degree programs across disciplines in ways that support the rise of more Indigenous scholars. Student voices were the main source for the analytical process, revealing why distributed learning models are a useful tool in decolonizing education in western institutions and why Indigenous students may choose to seek their degrees in this format. The study also shows ways in which their worldviews may cause a difference in the way in which they experience participating in the digital classroom when compared to their non-Indigenous counterparts. The students' voices were used to demonstrate how they moved from the collective value held in their Indigenous worldview toward a colonized importance on individual achievement as they progressed through an online degree program. The students, in the role of coresearchers, identified factors that led to this transition away from cultural values and toward personal gain. In addition, they provided insight into potential strategies that educators can use to mitigate these factors through the design and implementation of decolonizing the digital classroom environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01